摘要：When we evaluated variables that influence the effectiveness of the high-probability (high- p ) instruction sequence, the sequence was associated with a precipitous decrease in compliance with high- p instructions for 1 participant, thereby precluding continued use of the sequence. We investigated the reasons for this decrease. Stimuli associated with the low- p instruction were systematically added and removed in the context of the high- p instructions, and results suggest that the stimuli associated with the low- p instruction influenced compliance with the high- p instructions.
关键词：compliance; high-probability sequence; noncompliance; preschool children
